The
contents of art education are generally divided into: art theory knowledge;
Artistic professional skills; Artistic behavior. At present, China's art
education institutions probably include normal university, professional
university and comprehensive university of art. Different education
institutions have different emphasis. There are those who emphasize art
theoretical knowledge, those who attach importance to the cultivation of
professional skills, and those who combine theory with specialty. There is a
view that: for art education, the completion of teaching work does not require
high professional technical requirements, but focuses on the mastery of education
theory and art theory, and helps students acquire more comprehensive art
education through social practice activities, rather than for the purpose of
mastering certain professional skills. Overemphasis on skill training may
eventually lead to over-reliance on skill and lose the sense of authenticity
and purity of artistic creation. Another view is that art education cannot be
called art education without the guarantee of technical content. Without good
technical standards, a low level of artistic creation is inevitable. No matter
how much theoretical knowledge you have, it is just a piece of paper.

The
author thinks that education should pay more attention to education of art
practice. The ultimate purpose of art education must be embodied through
"artistic act". The current situation of art education tends to place
too much emphasis on theory or on skills, so as to separate knowledge education
and skill cultivation from the requirements of art for individuals and ignore
the value of art behavior for those engaged in artistic creation. The two
viewpoints mentioned above, whether theoretical or technical, are ignored by
the author. First, art education should be education for people. Secondly, art
education should be a education that is different from other disciplines on the
premise of art, that is, education that emphasizes ego, openness and non-formal
regulations. Under the premise of theory and skill, we should pay more
attention to the education of art practice. Only through practice can we truly
solve the significance of art to individuals and the artistic quality of
individuals. An art educator in the United States, Mary? Eriksson once said:
"art is more an activity than a thing." Artistic behavior is realized
through various practices of art. Art should be thought of as an active
thought, a changing and dynamic form. Therefore, in the process of art
education, art practice should be the most important aspect of education.

Of
course, there will be a view, art professional learning and training is not art
practice? Such as vocal music practice, painting practice sketch, actors
practice body lines and so on. But the practice is one-sided. By "artistic
practice", the author does not mean the study and creation practice of
artistic skills carried out by students in art colleges, but refers to the
application of theoretical knowledge they have learned to life through their
own thinking. Therefore, in this process, students should not only have some
hands-on parts, but also have the process of thinking. It is not simply to
discover the things in life like ordinary people. Instead, it is to discover
the living things around us through thinking about how to dig out from life.
Through thinking and practice, it is transformed into its own artistic views
and thinking mode, thus forming its own unique artistic expression forms and
creation means. Therefore, it is far from enough to practice vocal music,
painting and body lines in the room. But students are required to put the
aesthetic thought, personal understanding of the art, way of thinking and
viewing Angle and their social practice, life practice, the relationship
between skills and self, the relationship between ego and art, the relationship
between self and art and social life and so on, so as to achieve goal of improving
the quality of aesthetic accomplishment, personal art. Therefore, artistic
practice is not a simple process of hands-on practice, but a process of
combining ideological practice and hands-on practice.

Why
raise the question of artistic practice? The author wants to discuss from the
basic understanding to the art. Art practice is not simply a mechanical
application of theoretical knowledge or repeated proficiency in professional
skills, but must enter social life, with an aesthetic sense of art, and the
observation of people, objects, events and conflicts in real life with thoughts
on vision and form. The existing art teaching methods are generally in the
original "art elite" teaching mode, and students mainly listen to
some boring art theoretical knowledge and aesthetic concepts in class, or some
artistic creation experience taught by teachers. Some students therefore see
themselves as an outsider, completely absent from the process of thinking about
the interest and nature of art. But as an art student or artist, everyone has
to have a strong sense of art. This expression of inner feelings about life and
self is realized by artistic practice. The essence of art is to realize the
experience of reality through the activity of art, and to realize the plan of
reality spirit through some kind of emotional behavior. The research of art
psychology shows that the way of artistic experience is intrinsically related
to the development of thinking. According to arnheim, the meaning of art is the
most substantial and pure experience of life itself. The experiential features
of art require our artistic behavior, first of all, to realize the goal of
cognition on the basis of life practice. The reason why students engaged in
performing arts start from the sound stage is not only to learn basic
performance skills, but also to develop the ability to experience and convey
things in a variety of ways, such as hearing, vision, touch and feeling, so as
to establish behavioral awareness of art.

The
author believes that art education should move from class to life, and should
not cover up the lack of life with a lot of pale knowledge and rigid skills.
Art education should make students aware of the happiness of individual life,
make them realize that this happiness is not far away, and it is around them,
even inherent, so that students will get a pair of discovery eyes. Students
should dynamically understand the common sense of art, the principles of
aesthetics, professional skills and their own participation in creation. In this
process, students constantly explore their own spiritual experience and
creativity through various methods and media to show. In this process, no
method or experience is absolute. The answer is to be established in the
continuous art practice, and finally form their own unique artistic insight
into life, artistic way of thinking and the ability to create independently. We
can summarize it as: from art education to life, and then from life to art
education. This process is the process of more comprehensive art practice.
"Everyone is an artist," says boyus, a German artist. This phrase has
become a classic saying in the visual art world since the 1970s, and many
artists have been inspired by it and engaged in artistic creation. The main
task of art education is to cultivate talents who can think independently and
have innovative ability. Can feel the life, in the life to seek the talent of
cultural source heart. In the practice of art, students should be guided to
perceive beauty and art in their lives, especially to create and express life
in various forms through art practice.

Art
education is a long, hard work, it's a job for "people" who live in a
constantly changing reality and engage in artistic creation. For students
receiving art education, we can't treat them with a fixed thinking mode, and we
can't use how much theoretical knowledge we have and how skilled professional
skills we have as the only standard to judge students' level. For a student who
has received art education or will be engaged in art creation, self-artistic
quality, unique artistic viewpoint and way of thinking, as well as how to view
the essence of art's embodiment and meaning of self-value in the real society,
is the guarantee of becoming a real art creator. Our results for art education
are not about test scores, technical excellence, etc. Students must actively
return to the thinking and art practice of vivid art, and through long-term
scientific art education, finally show the charm of art with accurate art
behavior, instead of arming the whole body with cold theories and stylized
skills, rejecting people from thousands of miles away.